Report on 2008-09 Annual Plan

Report on 2008-09 Annual Plan

(9/09)

College of Pharmacy and Allied Health Professions

Annual Objectives

2008-2009

(Revised 7/9/08)

Institutional Goal I: Develop our academic and institutional culture to be student-centered and committed to life long learning.

2008-2009 College Objectives

1. Goal: Effectively address all Accreditation Council for Pharmacy Education (ACPE) accreditation issues (i.e. continued implementation of Standards 2007).

Tactic: Continue to review and implement ACPE Standards 2007and Self-Study recommendations.

Responsibility/Interdependency: Dean; Faculty Council and all pertinent Department/College Committees; Provost; Vice President for Enrollment Management.

Assessment: Positive review by ACPE.

The following areas have been addressed during 2008 -2009 in response to the implementation of ACPE Standards 2007 by the College of Pharmacy and Allied Health Professions.

• Introductory Pharmacy Practice Experiences (IPPEs). A department Committee continued the task of developing the IPPEs program. The syllabi for the CPP 3202 (2 credits) and CPP 5202 (4 credits) were completed and approved by Faculty Council. Individual workbooks for each experience have also been developed with the CPP 3202 workbook being approved by the Department. The workbook for 5202 has been referred to the Department Curriculum Committee and is awaiting review and approval. Approval is targeted for early Fall 2009.

CPP 3202 will begin in Spring 2010. All second year students were provided with an overview of this course during the Town Hall meeting in April 2009. Additional information will be provided to students during the Fall 2009 semester and student placement will occur in November 2009.

A standardized training program for preceptors is being developed for preceptors for CPP 3202. This program will be offered by the Clinical Coordinators and other administrators beginning in September 2009. Placement calendars will be collected in October 2009 from all sites who will participate in CPP 3202.

Training for CPP 5202 will commence in January 2010 following the completion of the CPP 3202 orientation programs and the final approval of the CPP 5202 workbook.

The entire IPPE process will be presented at the AACP annual meeting in Boston, MA as part of the AACP Annual meeting.

The College is slightly behind schedule with the initiation of the IPPEs program but should complete the rollout on time in Spring 2010.

• Advanced Pharmacy Practice Experiences (APPEs) A separate Department Committee (Clinical Pharmacy Practice) was appointed by the Department Chair. This Committee chaired by Dr. Nicole Maisch, met throughout the year to evaluate and revise the APPE structure in response to ACPE Standards 2007. The committee restructured the rotations based on defined need. The new APPE sequence will be five four week required rotations (Advanced Pharmacy Practice Experience Key Concepts in the Provision of Pharmacist-Delivered Care, Advanced Pharmacy Practice Experience Ambulatory Care, Advanced Pharmacy Practice Experience Community Pharmacy, Advanced Pharmacy Practice Experience General Inpatient Care, Advanced Pharmacy Practice Experience Focused Inpatient Care) and four four-week elective rotations. Syllabi were developed and approved for all APPEs by the Faculty Council. (APPEs will consist of a total of 36 weeks of full-time experiential education). The Ad-hoc Committee is developing standardized workbooks for each required rotation. A template for elective experiences was also developed.

After the workbooks are completed (fall 2009) a formalized training program for preceptors will be developed and offered beginning in Fall 2010.

All student placements will occur using the RX Preceptor Software program.

The new APPEs will begin in Spring 2012.

The College is on target with this area.

• Progression criteria for pharmacy students into the third year of the program.

The Subcommittee of Pharmacy Programs worked feverishly to address the issue of the student progression criteria as stipulated by ACPE Standards 2007. After careful review the committee expanded the progression criteria beyond the issue of a formal interview alone for progression and established a plan that was approved by Faculty Council that assesses all students in the areas of writing proficiency, academic ability, commitment to and understanding of Pharmacy Profession via a formal oral interview. During the semester the Committee worked with an external consultant who assisted us in the development of a standardized interview guide. In February, the Subcommittee, in conjunction with Dean Mangione, convened faculty training focusing on a standardized interview approach. A second set of follow-up training sessions were held in April 2009. All faculty who completed the training sessions will be eligible to participate in the formal interview process in September 2009 for all new third year Pharmacy students. Information concerning the interviews will be disseminated to all students and faculty in July 2009.

In an effort to educate all current second year students as to how the progression process would be operational zed, the Office of the Dean and the Subcommittee on Pharmacy Programs held a Town Hall meeting with the second year class in April 2009. All aspects of the progression criteria were discussed including the timelines.

A total of 13 students in the second year who did not meet the writing proficiency criteria completed a standardized writing sample in May 2009. These samples will be graded using an established rubric over the Summer and results will be conveyed to students prior to the beginning of the Fall 2009 semester. If proficiency is not demonstrated students will undergo a remediation process in the Fall semester. All Fall 2009 third year students will be evaluated by the end of September 2009 and if deficiencies are identified, remediation plans will be established. The evaluation of this process will continue into the next academic year.

The College is slightly behind as this process should have been completed in Spring 2009 but will be on track for Spring 2010.

• Criminal Background Checks.

In response to the new standards and affiliated site requirements all Pharmacy students beginning in the third year through year five will have annual background checks. A Student Background check policy is being formulated including a structured operating procedure that protects student anonymity by the College and is expected to be enacted by Fall 2009.

The College is ahead of Schedule with this issue.

• Pharmacy Preceptor Development Program.

As part of the new standards each pharmacy program must provide a structured training program for all preceptors. This program must address the issue of continued professional development and introduce all preceptors to the culture and expectations of the program. The College is working to expand its current Preceptor development program. Based on the recommendations developed by the Experiential Pharmacy Advisory Board, a five hour mandatory Preceptor training program has been developed. This program which will be completed either online or at a live seminar will address the basic issues of becoming a preceptor within our program. Additional modules will be developed in Fall 2009. The first live program which will grant 5 credits and be completed in October 2009. An archived version of the program will be housed on the web and will be available prior to the Fall 2009 semester.

The College is on track with this standard but requires continual work next academic year.

• Experiential Pharmacy Sites and Preceptors

Providing a broad depth and breadth of pharmacy experiences is tantamount in Standards 2007. Based on the current enrollment projections, the College has adequate resources to meet our current needs in the area of experiential Pharmacy education. The Assistant Dean for Experiential Pharmacy Programs and the Clinical coordinators should be commended on their diligence in addressing these needs. As we expand our programs under Standards 2007, we will need to continue to expand our offerings through appropriate planning and recruitment efforts.

The College is doing well here but in the current economic environment and the development of new Pharmacy programs in the area, more intense review and planning needs to be considered for Academic Year 2010.

• Enrollment Management

Enrollment in the Doctor of Pharmacy Program has stabilized. The current enrollment is approximately 1600 students and currently the College has admitted 295 students for Fall 2009. Ongoing analysis of enrollment management must be continued and the effects of new academic standing policies (Math/Science/professional courses) and the newly approved progression Policy must be assessed and reported to Faculty Council.

The College is stable in this area as it relates to Pharmacy, but ongoing planning and management efforts must be continued in AY 2010.

2. Goal: Conduct the ACPE Self-Study.

Tactic: Complete review and address needs.

Responsibility/Interdependency: Self-Study Committee Co-Chairs; Faculty Council and pertinent Committees.

Assessment: Complete the Self-Study and obtain University approval.

In the summer of 2008, the college began collecting the material and data for the ACPE Self-Study. Using the previously prepared GAP analysis the college, led by the ACPE Self-Study Steering Committee began the work of documenting the Pharm.D. Program's compliance with the standards set forth by our accrediting body.

The preparation of this documentation was carried out by 7 standing committees of the Faculty Council who workedtirelessly on 30 standards, recording their work on a wiki open to the College Of Pharmacy and Allied Health Professions stakeholders. To date this self-study structure has collected thousands of data points, tackled tough curricular issues, and overall produced an honest and hopeful evaluation of the St. John'sUniversityCollege of Pharmacy and Allied Health ProfessionsPharm.D. program.

In the spring of 2009, the college established a transparent self-study process that has documented the achievements and challenges that the program faces. A full set of internal assessment tools have been opened to the faculty, an open method of developing the self-study documentation has been established, and numerous challenges have been identified and addressed.

1. Goal: Continue to assess the learning outcomes, curricula, resources and enrollment of selected graduate courses/programs.

Tactic: Review learning outcomes of selected graduate programs.

Responsibility/Interdependency: Faculty Council and all pertinent Committees.

Assessment: Outcome assessment for selected programs; ongoing reporting to Faculty Council.

• The learning outcomes of the graduate programs as measured by the comprehensive examinations of November and March are available from the Assistant Dean for Outcomes Assessment: this is the only graduate outcomes assessment at the present.
• The demand for the MS in Pharmacy Administration, based on 200 applicants, with 84 accepts, 9 pending and an acceptance rate to date [6/17/9] of 46.5 percent has not only increased in quantity: the increase in quality allowed the creation of a general base of 400 verbal on the graduate record exam.
• The MS in Pharmaceutical Sciences under the leadership of the departmental committee on Graduate Educational Policy did a complete survey of the faculty to student ratio in each subspecialty, the number of laboratory research positions per laboratory, and thereafter set the “first cut criteria” at 400 V on the GRE: such students were refused review by the full committee. 407 applicants: 7 pending, 16 returned for incomplete or unclear status, 13 rejected for the thesis plan MS, 130 rejected outright, with 132 accepted and an acceptance rate to date [6/17/9] of 32.4 percent. The committee’s exercise of allocation for limited resources is expected to result in an increase in student retention, a higher pass rate on the comprehensives, and an overall qualitative improvement in the student body

1. Goal: Assess the evaluation, integration and revision (as needed) of the Allied Health Professions programs and to consider additional programs of study (including but not limited to A.S. in Dental Hygiene, A.S./B.S. in Pharmaceutical Sciences; Master of Public Health, M.S. in Physician Assistant, Doctor of Physical Therapy).

Tactic: Review learning outcomes in relation to college curricula, accreditation standards and applicable licensure requirements.

Responsibility/Interdependency: Program Directors; Faculty Council and all pertinent committees.

Assessment: Outcome assessment of programs; ongoing reporting to Faculty Council.

The Program of Radiologic Technology has succeeded in integrating the B.S. in Radiation Sciences for St. John’sUniversity from this past year of 2008-2009.

• We have set forth our progression criteria for the program adapting to St. John’sUniversity standards for the GPA standard of 2.3 for all years of the program.
• We also have set forth adapting the original curriculum of professional program during the freshmen and sophomore years and core courses in the junior and senior years, to vice versa.
• We have updated the admission criteria by including an interview from sophomore year (core courses) to junior year (professional courses).
• The Program of Radiologic Technology will begin revising and updating their Student Guidelines book.
• In the year of 2010, the ARRT is establishing criteria for the licensing exam. Therefore, all transfer students must have completed 15 general education credits. This will be implemented for the incoming professional students of the Class of 2011.
• A future goal is to contact the Office of Student Life and find out how the Program of Radiologic Technology can begin the Radiologic Technology (RT) Association to foster student engagement and unity across the Program of Radiologic Technology.
• A future goal is to contact the Office of Student Life and inquire about creating the Allied Health Association to foster student engagement and unity across St. John’sUniversity’s Dr. Andrew J. Bartilucci Center.

Clinical Laboratory Sciences:

Assessment tools are used to evaluate, integrate, and revise clinical rotations and didactic presentations.

Because of the student response to evaluation tools, the Clinical Laboratory Science program has been revised as the strengths and weaknesses of clinical sites were identified:

-remove a clinical sites’ department from experiential learning

-revised the number of hours at clinical sites

-involved the preceptors to more reflect student learning

A new curriculum was begun with the class of 2010 to include a new summer transition to the clinical laboratory course and a management course with credits awarded for each 2 credits and 1 credit respectively.

Progression criteria have been revised to include a minimum math/science/ professional course GPA.

• Actively presented the Clinical Laboratory Science program to the students at the FreshmanCenter luncheon
• Addressed the recruiters at a meeting to increase awareness of the Clinical Laboratory Science program
• Assisted in the reactivation of the Medical Technology Club and helped organize activities to allow the Clinical Laboratory Science program more exposure on campus

Investigated the possibility of re-establishing the Master of Science program for Clinical Laboratory Sciences (presently in moratorium) as to the direction it should go i.e. Molecular Diagnostics & Cytogenetics with a Management component

New York State Department of Education requires all Clinical Laboratory Science programs to become NYS “licensure qualifying” by completion of the Clinical Laboratory Technologist – Regulations and Content Chart. The format of this document requires participation from both the clinical year courses as well as the three pre-professional year courses. This document has been distributed to the Dean, Department Chairperson and Vice President & Secretary of the University

Physician Assistant:

• Integration of the STJ Physician Assistant Association; a Program faculty member was appointed as Advisor to the Association, Professor J. Liantonio. Student engagement included student visits to classes at the Bartilucci center, speakers at meetings for clinical and professional topics and participation in FreshmanCenter events.
• Creation and submission of a Physician Assistant Masters blueprint to the Department Chair for evaluation and discussion.
• The PA Program enjoys full accreditation through the next site visit in March 2012. No accreditation issues have been identified.

1. Goal: Respond to the professional accreditation site visits and reports associated with pertinent allied health professions programs.

Tactic: Review and implement Self-Study recommendations and accreditation agencies’ requirements.

Responsibility/Interdependency: Program Directors; Faculty Council and all pertinent committees.

Assessment: Outcome assessment of programs; ongoing reporting to Faculty Council.

• The Program of Radiologic Technology has been granted a 5-year accreditation by the Joint Review Committee on Education in Radiologic Technology as of April, 2009.

National Accrediting Agency for Clinical Laboratory Science site visit report awarded the Clinical Laboratory Science program accreditation to April 2012. No annual reports are required but an assessment report is due in October 2010. The agency required a definition of Goals for Assessment.

• The PA Program enjoys full accreditation through the next site visit in March 2012. No accreditation issues have been identified.

1. Goal: Assess resources needed to meet the didactic and experiential learning needs of all the programs in the College.

Tactic: Review/refine and/or develop plans to accommodate instructional/experiential education across all programs.

Responsibility/Interdependency:Faculty Council and all pertinent committees; Vice President for Enrollment Management; Provost.

Assessment: Update resource plan.

The budget was sufficient to cover all costs for FY09.

Experiential Resources for the Doctor of Pharmacy Program:

RXpreceptor Overview

As stated in Appendix C of the ACPE Standards and Guidelines, the College “should have systems, such as computerized programs, to manage the pharmacy practice experiences.” The Experiential Program for the Doctor of Pharmacy Program never had a secure electronic means to manage the pharmacy practice experiences and in early April 2008, the electronic database that was being used was dismantled which resulted in the need to manage the experiential program through a manual system. With over 700 preceptors and 500 students, this was an overwhelming, time-consuming, and at times, an inaccurate process. After reviewing various computerized experiential systems, the College contracted with RXinsider to use the computerized system RXpreceptor.com. The implementation process of this new experiential system began in September 2008. This required individualizing the system to meet the needs of the Pharmacy Experiential Program which also required a significant time commitment. In Fall 2008, the RXpreceptor system was used to place all students completing their Advanced Pharmacy Practice Experiences in 2009. All students were able to research sites/preceptors on RXpreceptor.com, rank their site preferences directly on RXpreceptor.com, and view their rotation schedules on RXpreceptor.com once placement was complete. Student placement using the new system was a learning experience but went well overall. Placement was completed randomly through the system to assure fairness for all students.